FROM TEACHING INTERNSHIP TO PAADES: 25 YEARS OF REGULATING TEACHER EDUCATION FOR HIGHER EDUCATION IN UNESP GRADUATE PROGRAMS (1997–2022)

Abstract

This article analyzed the regulatory trajectory of training for higher education teaching offered to stricto sensu graduate students at São Paulo State University (Unesp), from the regulation of the Teaching Internship in 1997 to its incorporation into the Program of Activities and Improvement in Higher Education Teaching (PAADES) in 2022. This is a qualitative documentary study whose corpus comprised seven institutional resolutions and the 2022–2026 Institutional Development Plan, examined through thematic Content Analysis according to seven categories. The results indicated three successive configurations: an optional internship, defined by each program and oriented toward the quality of undergraduate courses; an institutional program that came to accommodate the funding agency's requirement; and a unified program that integrated the internship into graduate education and broadened the conception of teaching work, but reduced the weekly workload, made prior pedagogical training optional and kept the requirement restricted to scholarship holders. In institutional planning, graduate students appeared in a subordinate position. We conclude that the regulation became broader in conception and record-keeping without becoming more demanding in terms of training.